NEWCOMER TOOL KIT

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CHAPTER 1 RESOURCES PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE Reading Jigsaw Note-taker Matrix Continued from previous page Record one question you have about the student in your vignette. Fatimah Margaret Emilio Igor U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 16 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 1 RESOURCES Resource List Adichie, C. N. (2009, October 7). The danger of a single story (TED Talks video webcast). Retrieved from https://www.youtube.com/watch?v=D9Ihs241zeg This link is a YouTube video of Chimamanda Ngozi Adichie’s TED Talk, The Danger of a Single Story. Bridging Refugee Youth & Children’s Services. (n.d.). Refugee children in U.S. schools: A toolkit for teachers and school personnel. Retrieved from http://www.brycs.org/publications/schools-toolkit.cfm This toolkit was created “to support and assist schools with large numbers of refugee students.” It is broken up into five chapters or “tools,” each covering a different topic pertinent to refugees. The toolkit was created for use by school-level personnel as well as educators on the LEA and SEA levels. Brown, A., & Stepler, R. (2016, April 19). Statistical portrait of the foreign-born population in the United States. Retrieved from Pew Research Center website: http:/.pewhispanic.org/2016/04/19/statistical-portrait-of-hispanics-in-the-united-states/ This data report discusses demographic information on foreign-born individuals living in the United States, including country of origin, race/ethnicity, age, languages spoken, and more. Calderón, M. (2008, January). Innovative policies and practices for developing teachers to work with English language learners. Presentation at the Educational Testing Service and National Council of La Raza’s ETS Addressing Achievement Gaps Symposium, Princeton, NJ. Retrieved from http://www.ets.org/Media/Conferences_and_Events/pdf/ELLsympsium/Calderon.pdf This presentation discusses how schools can train and develop educators prepared to work with ELs. The author outlines the need for more qualified educators as well as showing what specific tools help ELs. Carey, Bjorn. (2016, August 12). Stanford’s Maryam Mirzakhani wins Fields Medal. Stanford Report. Retrieved from http://news.stanford.edu/news/2014/august/fields-medal-mirzakhani-081214.html This article describes the work and achievements of Stanford mathematics professor and first woman Fields Medal winner Maryam Mirzakhani. Center for American Progress. (2014, October 23). The facts on immigration today. Retrieved from https://www.americanprogress.org/issues/immigration/report/2014/10/23/59040/the-facts-onimmigration-today-3/#economy This page of the website has briefs on immigration trends, policy, and statistics. Child Trends Data Bank. (2014). Immigrant children: Indicators on children and youth. Retrieved from http://childtrends.org/?indicators=immigrant-children This report discusses “first and second generation immigrant children in the United States.” The data is broken down by various demographic markers as well as showing trends over a period from 1994–2014. The Chimamanda Ngozi Adichie website. (n.d.). Retrieved from http://www.l3.ulg.ac.be/adichie/ This website provides information on author Chimamanda Ngozi Adichie. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 17 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
Page 1 and 2: U.S. Department of Education NEWCOM
Page 3 and 4: Contents Introduction . . . . . . .
Page 5 and 6: Chapter 5: Establishing Partnership
Page 7 and 8: CHAPTER 1: Who Are Our Newcomers? A
Page 9 and 10: Terms Used to Describe Newcomers
Page 11 and 12: Cultural Contributions Immigrants b
Page 13 and 14: IMMIGRANT SPOTLIGHT Paola Moya, CEO
Page 15 and 16: CHAPTER 1 RESOURCES PROFESSIONAL RE
Page 21: CHAPTER 1 RESOURCES PROFESSIONAL RE
Page 25 and 26: CHAPTER 1 RESOURCES Jacoby, T. (200
Page 27 and 28: CHAPTER 1 RESOURCES U.S. Citizenshi
Page 29 and 30: CHAPTER 2: Welcoming Newcomers to a
Page 31 and 32: It is fundamental to schools’ wor
Page 33 and 34: 3. Communication with students and
Page 35 and 36: 3. Communication with students and
Page 37 and 38: classes for parents, and an array o
Page 39 and 40: Process and Practice Components of
Page 41 and 42: Practice and Process Components of
Page 43 and 44: Practice and Process Components of
Page 45 and 46: CHAPTER 2 CLASSROOM TOOL Connecting
Page 47 and 48: CHAPTER 2 SCHOOLWIDE TOOL New York
Page 49 and 50: CHAPTER 2 PROFESSIONAL REFLECTION A
Page 51 and 52: CHAPTER 2 PROFESSIONAL REFLECTION A
Page 53 and 54: CHAPTER 2 RESOURCES de Vise, D. (20
Page 55 and 56: CHAPTER 2 RESOURCES Plyler v. Doe,
Page 57 and 58: CHAPTER 2 RESOURCES U.S. Department
Page 59 and 60: Cultivating Global Competencies New
Page 61 and 62: These perspectives provide a platfo
Page 63 and 64: process; learning a second language
Page 65 and 66: • gain control of their own learn
Page 67 and 68: Misconceptions (continued) • Deve
Page 69 and 70: Key Attributes of Dual Language Edu
Page 71 and 72: their individual needs. The focus o
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CHAPTER 3 CLASSROOM TOOL Subject-Sp
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CHAPTER 3 CLASSROOM TOOL Checklist
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CHAPTER 3 PROFESSIONAL REFLECTION A
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CHAPTER 3 RESOURCES Resource List A
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CHAPTER 3 RESOURCES English Languag
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CHAPTER 3 RESOURCES Institute for I
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CHAPTER 3 RESOURCES Robertson, K. (
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CHAPTER 3 RESOURCES U.S. Department
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CHAPTER 3 RESOURCES WIDA. (n.d.). A
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Social Emotional Well-Being and Stu
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Social Emotional Skills Development
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to understand and tap into students
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Integrating Social Emotional and Ac
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CHAPTER 4 CLASSROOM TOOL 10 Teachin
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CHAPTER 4 CLASSROOM TOOL Problem-So
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CHAPTER 4 SCHOOLWIDE TOOL Core Stre
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CHAPTER 4 SCHOOLWIDE TOOL Discrimin
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CHAPTER 4 SCHOOLWIDE TOOL Develop a
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CHAPTER 4 RESOURCES Birman, D. (200
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CHAPTER 4 RESOURCES de los Reyes, E
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CHAPTER 4 RESOURCES Karcher, M. (20
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CHAPTER 4 RESOURCES Responsive Clas
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CHAPTER 4 RESOURCES Suárez-Orozco,
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CHAPTER 4 RESOURCES WestEd. (2014).
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Highly successful schools spend tim
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Schools should develop strategies t
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Processes and Strategies to Facilit
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Model and Support Parents’ Engage
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Stories From the Field: Four Blog P
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 RESOURCES Bridging Refuge
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CHAPTER 5 RESOURCES Education Devel
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CHAPTER 5 RESOURCES Mapp, K. L., &
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CHAPTER 5 RESOURCES Short, D. J., &
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U.S. Department of Education
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